牛津譯林版《Welcome to the unit》教學(xué)設(shè)計(jì)九年級(jí)下冊(cè)

Teachingobjectives:

(1)Knowledgeobjectives:

Tolearnsomeexpressionsfromthetwodialogues,suchas“complainabout”and“post”,andtodevelopthestudents’understandingaboutrobots,includingtheirfunctions;

(2)Abilityobjectives:

Totrainthestudents’abilitiestolisten,analyzethelistenmaterialsandanswer;andtocultivatethestudents’abilitiesofbrainstorminganddiscussion;

(3)Emotionalobjectives:

Toguidethestudents’tothinkaboutmoralquestionsaboutrobotsandtherelationshipbetweenhumansandrobots.

Analysisofthestudents

Thestudentshavegainedsomeinformationaboutrobotsfrombooks,moviesorotherchannels.Therefore,theyare,tosomeextent,familiarwiththetopicofrobotsinthislesson,andcanbeencouragedtotakepartintheclassactivities.AsGrade9students,theyalsohavetheabilitytohavedeepthinking.

Teachingimportanceanddifficulty

Teachingimportance

(1)Tohelpthestudentsgaininformationbylistening,guessinganddiscussing;

(2)Guidethestudentstodiscussrobotsfunctions.

Teachingdifficulty

Toencouragethestudentstothinkdeeplyaboutrobot-linkedmoralquestions.

Teachingprocedures

Step1:WhatisZoomer?

Theteacherisgoingtodisplayavideoclipandask:“WhatisZoomer?”Zoomerisane-dog,andtheteacherisgoingtogivethisquestiontothestudents:“Doyouknowanothere-dogfromourbook?”

Thestudentsaregoingtobeguidedtothecomicstripsofthewelcome,asanothere-dogisHobo,andgettowarmthemselvesupforthefollowingactivities.

Step2:WhatdoEddieandHobosay?

Theteacherisgoingtoshowthecomicstrips,playtherecodingofthedialogueandask:

--WhatisEddiedoing?

--WhydoesEddiewanttodoso?

--WhatdoesEddieaskHobotodo?

Thestudentsaregoingtobeencouragedtoanswerthequestionsanddrawtheconclusionfromthedialoguethatthee-dogHoboislazy.

Step3:Robotshelpusalot.

(1)Basedontheconclusionfromtheabovestep,theteacherisgoingtosay:

--DifferentfromHobo,robotsinourrealworldareveryhelpfulandcandoalotforus.Couldyouthinkfromthefourperspectives:housework,outerspace,dangerousjobsandothers?

Thehandoutwillbesenttothestudentsatthismoment,andthestudentsaregoingtocompletethetaskoneinthehandout.

(2)Theteacherisgoingtoaskthestudentstosharetheirideasaboutwhatrobotscandoforus.First,housework.Thenouterspace,dangerousjobsandothers.

Intheperspectiveofouterspace,afterthestudentsgivetheiranswers,theteacherisgoingtodisplayapictureofYutuLunarRoveranditsbasicinformation,andgoontoask:

--DoyouknowwhatwillhappentoYutuLunarRoverafteritstopsworking?

(Forreference:Itwillexplode,fallintospaceandbecomespacejunk.)

Onthebasisofthisquestion,theteacherisgoingtoraisethequestion:

--Doyouthinkitwillhurtafterexploding?Doyouthinkitisrightforustocreaterobots,askthemtodoalotforus,andatlast,justletthem“die”?

Moralquestionsconcerningrobotsareshowntothestudentsatthisstage,andtheyareexpectedtohavesomeprofoundthinking.

(3)Aftertalkingaboutwhatrobotsdoforusfromtheabovefourperspectives,theteacherisgoingtointroducemorerobots’functionsbyshowingthemblockedpictures.

Thestudentsneedtoguesswhattherobotsdoaccordingtothepictures.Theyaregoingtobeimpressedthatrobotscandoalotforus

(4)Theteacherthenwillaskthestudentstofinishexerciseonp37,whichistomatchtherobots’functionswiththepictures.

Step4:Howcouldrobotshelpusinourdailylife?

Afterthestudentslearnsomefunctionsofrobots,theteacherisgoingtointroducethedialoguebetweenDanielandAmy.Therecodingwillbeplayedandthreequestionswillbedisplayed.

--DoesDanielthinkrobotswouldhavebrainsinthefuture?

--Howcouldrobotshelppeople?

--HowcouldrobotshelpAmyandDaniel?

Thestudentsaregoingtoanswerthemonebyone.

Step5:Whatelsewouldrobotshaveinthefuture?

(1)Attheendofstep5,theteacherisgoingtodisplayDaniel’sideaaboutrobots,whichis“Robotswouldhavebrainsinthefuture.”Basedonthissentence,theteacherwillask:

--Whatelsewouldrobotshaveinthefuture?

(PostersaboutthefilmsEdwardScissorhandsandBicentennialManwillbeshowntohelpthestudentsthinkanddiscuss.)

Thestudentsareexpectedtousetheirimaginationwidely,workwithteammembersandorganizeideasandreasonslogically.Eachteamwillchooseoneortwospeakerstopresenttheirdiscussion.

(2)Afterthestudentssharetheirdiscussions,theteacherwilldisplaytwointerestingphotosaboutpossiblefunctionsoffuturerobotsforfun,tofurtherarousestudents’interestinrobotsandalsotoshowthatimaginationhasnoend.

(Afuturerobotwilltakecareofyourrunnynosewhenyouareill.Andyouwillsavetimebyhavingarobotmakeyouexercisewhileyousleep.)

Step6:Designarobotforyourself.

Theteacherisgoingtoencouragethestudentstodesignrobotsforthemselves,whichistasktwointhehandout.

Name:

Gender:male/female

Appearance:

Personality